Readings and Research
In Morrison, Ross, and Kemp, should have read chapters 6, 7, and 8
Assignments ? due:
Learning Objectives 100 points Due Sat. June 5th by noon if you want feedback before final project due
Date 6/30/2010
Instructional Materials 200 points Due Sat, June 12th by noon if you want feedback before final project due
Date 6/30/2010
3rd Case Analysis 40 points 6/16/10 Fishbowl activity in class
Group 1 Case 4 Cindy, Jenny, Trina, Kim
Group 2 Case 2 Bryan, Rajeeb, Gil, Brett, Bob
Shannon to do written case
Performance and Learning Objectives for Education and Training Learning objectives for instruction can help design lessons that will be easier for the student to comprehend and the teacher to evaluate. These include instructional and performance objectives.
A learning objective is a statement that establishes measurable behavioral outcome.
It is used to indicate how a learner's acquisition of skills and knowledge is being measured. A performance objective is an operational objective that defines what a learner student is capable of doing after the inherent conditions of a desired behavior and the success criteria. A learning goal combines the content, and learning objectives or standards with a description of what learners should be able to accomplish with the content that is presented.
An instructional objective is an explanation of what the learner should be able to do at the end of instruction.
A performance objective is a statement which identifies specific knowledge, skill, or attitude that the learner should gain and display as a result of the training or instructional activity.
The objective is the description of what you want the learner to be able to do after the instruction is completed. The learning objective includes the kind of performance, the conditions where or how it will be performed, and the criterion. Objectives can be:
1. Overt: The kind of performance that can be observed directly, or 2. Covert: Performance that is invisible, cognitive, or internal.
Reasons for writing objectives are:
1. They provide a sound basis for selection of learning materials, content, and methods
2. They provide a way to measure whether the learning has been attained
3. They give the student an opportunity to organize their efforts and activities before and as the instruction occurs.
To prepare an objective consider the ABCD:
1. Audience: plan for who your learners are.
2. Behavior: describe what they will be able to do
3. Conditions and Degree: how will the learner's performance be measured, in what conditions and to what degree.
Example:
Given the criteria to evaluate a web site, the student will use the Internet and a search engine to locate and select, within 20 minutes, three good web sites on a specified topic.
Learning objectives and how to develop them:
What is the general/main objective for your course? Is it a statement describing the instructional goal? Is it a statement describing the entry behaviors? Is it a statement describing specific behaviors, skills, or tasks? Is it a statement of what the learner will be able to do after completion of the instruction?
Why is objective setting important?
1. Objectives provide a plan for what you need to teach
2. Objectives provide a focus for developing the best instructional strategy/model
3. Objectives help direct the learner's attention to what will be expected of him/her
4. Objectives provide the foundation for assessing the learner's knowledge, skills, or performance
5. Objectives provide criteria for measuring the effectiveness of the entire instructional Basketball
Five Components of Performance Objectives
1. Situation/Performance Condition: Anticipation of the situation in which the learner will perform
2. Learned Capability Verb: Type of learning outcome represented by the demonstrated behavior
3. Object: Indicates the content of the learner's performance 4. Action Verb: Describes how the performance is to be completed (describes the action one would observe). Note: Learned capability verbs should not be used as action verbs.
5. Tools, Constraints, or Special Conditions (Criteria): A specific tool (typewriter, manipulative, etc.) time limit or arrangement may be required. Note: Inclusion of the fifth component (tools, constraints, special condition/a criterion) is optional.
Writing Performance Objectives
Taken from Kibler, R.J., & Bassett, R.E. (1977). Writing performance objectives. In Briggs, L.J. (ed.), Instructional design (pp. 49 - 95). Englewood Cliffs, NJ: Educational Technology Publications.
It is important to distinguish between instructional goals and instructional objectives.
Instructional goals are usually expressed in non-behavioral terms and are generally a more expansive vision than objectives.
Objectives, on the other hand, are expressed in behavioral terms and are usually short-range outcomes.
An objective is a description of a desired pattern of behavior for the learner to demonstrate.
Despite the different approaches to writing performance objectives, most models include the following three components1:
1. Action -- Identify the action the learner will be taking when he/she has achieved the objective (e.g., to identify; to measure). 2. Relevant Conditions -- Describe the relevant conditions under which the learner will be acting (e.g., "given the patient's history"; "with the use of the information from the laboratory results"). 3. Performance Standard -- List as many of the actual conditions as possible under which the objective is to be performed (e.g., "must be able to identify at least one possible treatment for the patient's illness by the end of the case study"). http://www.e-learningguru.com/articles/art3_4.htm
Mager
Version:1.0 StartHTML:0000000167 EndHTML:0000038792 StartFragment:0000001109 EndFragment:0000038776 Day 5 Regis
Chapter 9 Check Sound
Theme: Development Wednesday, June 9th
Readings and Research
Morrison, Ross, and Kemp, should have read chapter 9
Next Week :
Reading and Research
Morrison, Ross, and Kemp, Chapters 14 and 15
Assignments
CASE 2 40 points was due 6/2/2010
Needs Analysis 150 points Can redo for higher points final due 6/30/2010
Learning Objectives 100 points Can redo for higher points final due 6/30/2010
Instructional Materials200 points
Due Sat, June 12th or June 19th by noon if you want feedback before final project due date 6/30/2010
4thCASE analysis due 6/19 40 points
3rd Case Analysis 40 points 6/16/10Fishbowl activity in class
Group 1 Case 4 Cindy, Jenny, Trina, Kim
Group 2 Case 2 Bryan, Rajeeb, Gil, Brett, Bob
Shannon to do written case
Groups of 3 15 minutes for each person’s needs analysis/learning objectives Hand-outs
Area of Focus
Unsatisfactory (1)
Basic
(2)
Proficient
(3)
Distinguished (4)
Lloyd's ABCD's
Audience (clearly defines the intended audience)
Behavior (clearly describes the desired outcome)
Condition (identifies the context in which the behavior will occur)
Degree (describes the measurement to know the objective has been reached)
Style and Fluency The writer utilizes tone, diction, and sentence structure aligned with the demands of the written task.
Weight:
Employs direct and clear language focused on purpose.
Selects words and phrases that are well matched to the subject and audience.
Sequencing to support fluency and match the purpose of the paper.
Peer Review Needs Analysis
Needs Assessment
1. Preliminary: Describe the context within which this potential instructional problem takes place. This will pinpoint where the problem is located. If instruction is deemed necessary, this will be the place where it will be designed and implemented.
a. List the context, also known as the "system of interest".
b. Describe or show how the context relates to the bigger environment. Show how this context relates to other levels of the system within which it works.
2. Symptoms of a problem. Write a brief description of some symptoms that make you stop and wonder if something is wrong.
Using the evidence cited above, describe why you believe that these symptoms signal a problem. Keeping these questions in mind, describe the reasons for identifying these symptoms as problematic.
3. Preliminary Problem Statement. Based on 1 and 2, write a preliminary draft problem statement. Your context should be the subject of the statement. This is just the initial pass -- the statement will be revised in subsequent steps.
4. Verify the problem and determine specific needs. Two things will now happen concurrently. First, you need a systematic procedure to identify and collect data in order to verify that a problem exists. Second, you must identify information that the data sources may help uncover.
Data Sources -
Information Gathered –
What Did You Find? –
5. Prioritize your list of needs. Which are most important? Why are they most important?
Needs:
6. Rewrite your problem statement. Take a moment to look carefully at the initial problem statement that you wrote. Revisit your prioritized needs and check if your problem statement is still accurate and appropriate.
Know the strength/limitation of each type of presentation:
Lecture- group presentation
Self paced instruction- distance learning
Small group
Simple to complex
Timing
Part task to automatic consistent skills
High variability to practice with task classes
Learner support
Instructional Materials Ask Yourself
Page 234
-Is there subject content or other material that can best be uniformly presented to all learners at one time?
-Is there subject content that learners can better study on their own, at their individual paces?
-Are there experiences that would best be served by discussion or other group activity, with or without the instructor being present?
-Is there need for individual learner-instructor discussion or consultation in private?
Page 203
How do I use the design plan to develop the instruction?
What guidelines can I follow when “writing” the instruction?
Shall I do role playing somewhere in this unit because my students are likely to benefit from such an activity?
Are there alternatives to having the instructor lecture?
What makes good instruction from the learner’s perspective?
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Responsibilities:
The Instructional Designer duties include:
- Create technical training courses, including: research, design, writing, editing and defining multimedia for inclusion. Training deliverable formats include Framemaker, PowerPoint, Word, Visio, Flash, DreamWeaver, and various other tools.
- Work with Field Service, Call Handling and Technical Support to identify training requirements.
- Design comprehensive blended learning programs consisting of e-learning, instructor lead training, hands-on exercises and field experience following the Educational Services Development Process.
- Work with multi-media developers to determine design, content and graphic presentation of e-learning formats to assure effective instructional design.
- Adhere to Quantum style guide in the creation, review and editing of new and existing lessons.
- Maintain project schedule for course development and attend weekly Educational Services program meeting.
- Work closely with Content Development Lead and global training team.
- Create new lessons including research, writing, editing and defining multimedia for inclusion. Training deliverable formats include FrameMaker, PowerPoint, Word, Visio, Flash, and various other tools.
- Review and edit lesson material as needed to update existing lessons.
- Create, review, and edit lesson exams and review questions.
- Determine design, content and graphic presentation of conversions to e-learning formats to assure effective instructional design.
- Adhere to Quantum writer’s style guide in the creation, review and editing of new and existing lessons.
- Perform quality assurance checks on training materials created by other instructional designers.
Qualifications:
- Minimum three years of experience in all aspects of instructional design (research, analysis, design, development, delivery, and evaluation) of both print and electronically delivered training deliverables.
- Minimum three years experience with technical course development. - Storage networking experience desired.
- Master’s degree in Instructional Technology, Education, Organizational Development, Performance Improvement, or other related field.
Quantum is an equal opportunity employer.
Hudson, a division of Hudson Highland Group, Inc. (NASDAQ: HHGP), a
$1.2 billion global company, is one of the world's leading
professional staffing, outsourcing and employment lifecycle solution
providers.
We are looking for a PM Methodology Trainer for an
education client in downtown Denver , CO . This is a 6 - 12 months +
consulting engagement.
Summary of Position:
· Plans, organizes and coordinates training programs
associated with the Project Management Methodology (PMM) and related
projects, including PMM Framework, Project Server, SW Development
Lifecycle (SDLC), and SharePoint.
· Responsible for training content development and delivery
via multiple methods including in-person, online / web content
delivery, and on-demand.
· Serves as mentor to project teams and assists the PMO with
project team stills assessment and development.
· Responsible for timely communications with project managers,
project team members and Director, PMO on the current status of
training assignments.
Primary Responsibilities:
· Coordinates the design, implementation and delivery of in-
depth staff development sessions and formal training opportunities for
project teams and stakeholders related to the use of PMM, including
proper end-user course selection, sequencing and certification.
· Coordinates the development and maintenance of software and
training documentation (ie, user manuals, quick reference guides,
videos).
· Assure training registration process for all offerings is
accurate and timely.
· Serves as a PMM training liaison on enterprise project teams.
· Coordinates new training programs based on need.
· Performs just-in-time training and as hoc mentoring to
individual teams/depts as needed, customizing the process, delivery
mechanism, end user documentation and certification.
· Exhibits the ability to work both independently and in
teams, prioritizing work as necessary for successful completion of
multiple tasks/deliverables.
· Supports team environment by working collaboratively in the
design and critiquing of projects and training programs with other
training specialists or Subject Matter Experts (SME).
· Advises management of product issues that become apparent in
raining and/or PMO support activities.
· Coordinates user feedback received both through the PMM
website and informal work settings.
· Performs other duties as assigned by PMO Director and PMM
Project Manager.
· Possesses an in-depth understanding of the project lifecycle
and how it is implemented in the PMM. Seeks our informal training
opportunities to assist with methodology and tool adoption. Possesses
a general understanding of the software development lifecycle, as it
relates to the product lifecycle.
· Responsible for overall training coordination and status
reporting on training-oriented work efforts. Supports the PMO
Director and PMM Project Manager in the implementation, user adoption,
and stakeholder buy-in of project management process and tools.
· Responsible for tracking key training milestones. Provide
feedback to PMO Director and PMM Project Manager to identify and
support any necessary adjustments in training strategy and rollout
plans.
· Complete any required deliverables/work products necessary
to support the project management role.
· In conjunction with the PMO Director and PMM Project
Manager, develop communications strategies to ensure all appropriate
users and stakeholders across the district are abreast of PMM training
opportunities and status. Provide regular feedback and exchange of
information with project leader(s).
· Proactively identify and report issues and risks associated
with project management processes and tools, and communicate to
project team and senior leadership. Identify and implement issue
resolutions as assigned.
· Assists Senior Project Manager(s), Program Managers(s), and/
or PMO Director in identifying and prioritizing opportunities to
achieve the goals.
· Must possess knowledge and proficiency in the use of Project
Management Methodologies and tools, resource management practices and
change management techniques.
· This is an individual contributor role without human
resource management responsibilities (i.e., hiring, performance
management).
Education:
Bachelor's Degree in Business Administration, Communication, or
other related field, or equivalent work experience.
Experience:
Minimum of two years experience in project management, training
development, communications and document ion development, or related
experience.
Required Skills:
· Proven oral and written communication skills.
· Proven training skills in a like-sized organization,
preferably in an IT environment within an educational organization.
· Strong command of and proven skills in MS Office
applications, including Outlook, Excel, Word, Visio, PowerPoint,
Project, and SharePoint.
· Proven experience in video / content delivery systems.
· Ability to multi-task and juggle management of multiple task
assignments and training opportunities in parallel.
Version:1.0 StartHTML:0000000167 EndHTML:0000002587 StartFragment:0000000487 EndFragment:0000002571 Websites and programs to help you create assessments:
http://kathyschrock.net/slideshows.htm
Webquest WebQuests in Our Future: A Teacher's Role in Cyberspace
Design elements Visual & Video Literacy: How to Create Presentation
Version:1.0 StartHTML:0000000167 EndHTML:0000021107 StartFragment:0000000487 EndFragment:0000021091 Final project with all elements due on 6/30/2010
No time extensions Instructional Product (break down each part below: total 600 points) Needs analysis 150 Performance Objectives 100 Create Instructional Materials 200 Evaluate Instruction 150
Critical Case Analysis 100 points due on 7/3/2010 at noon no time extensions
June 23rd Evaluation Chapters 10,11,12
Shannon -2 presentations in one day Chapter 12
Cindy- 2 presentations in one day Chapter 12
Rajeeb- Purposes and relationships
Jennifer-Validity/Standards/self eval
Case 4 Fishbowl Activity
Case Analysis 40 points Fishbowl activity in class
Group 1 Case 5 Cindy, Jenny, Trina, Kim, Shannon
Read case 11 answer key
Each person develop two pre-planned questions
Decide who in group 2 to evaluate
Group 2 Case 11 Bryan, Rajeeb, Gil, Brett, Bob
Read case 5 answer key
Each person develop two pre-planned questions
Decide who in group 1 to evaluate
Groups read what they are looking for in cases
Decide who in inside group to score on rubric
Group One
Evaluate using rubric
Group Two
Evaluate using rubric
Turn in rubrics
Types of Assessment
Below are some ways we categorize assessments.
Formative assessment is used to diagnose and guide instruction. Short answer and multiple-choice questions can be useful for this and they provide a quick reading of progress. Formative assessment can be accomplished online with either machine scored or human scored tests. Many machine scored courses use this kind of test to allow a student to move to the next section of the instructional materials or require them to reread the materials and retake the test.
Summative assessment is used to evaluate the learning after the instruction is over. For machine graded training, this can be accomplished with simulations that require the student to show they know what they are supposed to do in given situations. Short answer and multiple-choice tests may not be reliable unless they are very carefully written. Guessing strategies and luck can ruin the accuracy of this assessment. Human graded assessments can be reliable, if they are carefully written to avoid cheating.
Criterion referenced is assessment that compares a student’s effort against a clearly defined standard. Both formative and summative assessment can be criterion referenced. So, this type of test can be used online and in the classroom.
Norm referenced is assessment that compares a student’s effort against that of the other students. This requires calculating averages and involves curves. Both formative and summative assessments can use norm-referenced tests. Machine scored tests can greatly reduce the work of calculating averages or other statistical information.
Knowledge assessment is used to evaluate whether a student currently knows the material they are intended to know. This is where multiple choice, short answer, and matching tests can easily be used and machine scored.
Performance assessment is used to evaluate whether a student can do some complex task such as solve a problem or write an essay. For machine scoring, a simulation must be constructed to do this kind of assessment. Simulations can be excellent, but they are difficult to create and ultimately expensive to implement.
The evaluation phase consists of two parts: formative and summative. Formative evaluation is present in each stage of the ADDIE process. Summative evaluation consists of tests designed for domain specific criterion-related referenced items and providing opportunities for feedback from the users.
http://kathyschrock.net/slideshows.htm
Webquest WebQuests in Our Future: A Teacher's Role in Cyberspace
Design elements Visual & Video Literacy: How to Create Presentation
Articles
Back channel
:
Lots of really cools stuff for kids! Animation, create movies, cards, stories etc. Lesson plans for teachers that include using the site! http://www.kerpoof.com/
HOME - 602
Night 1 (5-12-10)
http://www.voki.com/mywebsite.phphttp://www.voki.com/
Places to find Webinars http://www.thinkfinity.org/newsletter/2010-May.htm
http://www.readingrockets.org/
http://www.edweek.org/ew/marketplace/webinars/webinars.html
http://www.siemensstemacademy.com/
Discovery education
http://www.rti4success.org/index.php?option=com_content&task=blogcateg ory&id=18&Itemid=75
RTI Webinars
http://center.uoregon.edu/ISTE/2010/
Conference info
You Tube examples
http://www.youtube.com/watch?v=qnCNBEfKk2I
The instructional Design Process
http://www.youtube.com/watch?v=jiLLz1SaxGc&feature=related
ADDIE
http://www.youtube.com/watch?v=fdpHO1xycgo
Instructional Design Rules of Thumb- Learning from the Pros- Part 1
http://www.youtube.com/watch?v=aZODZkTb2NA&feature=related Instructional Design Rules of Thumb- Learning from the Pros- Part 2
http://www.slideshare.net/CPappasOnline/the-addie-instructional-design -model
Addie
http://www.slideshare.net/CPappasOnline/the-dick-and-carey-instruction al-design-model
Dick and Carey
http://www.slideshare.net/CPappasOnline/robert-gagnes-instruction-desi gn-model-the-nine-events-of-instructions
Gagnes
http://www.nwlink.com/~donclark/hrd/learning/id/nine_step_id.html
http://www.nwlink.com/~donclark/hrd/ahold/isd.html
www.pd360.com/pd360.cfm?
Students pick one website to explore:
http://carbon.cudenver.edu/~mryder/itc_data/idmodels.html
http://www.instructionaldesign.org/models/index.html
http://www.nwlink.com/~donclark/hrd/learning/id/nine_step_id.html
http://www.intulogy.com/addie/
http://www.grayharriman.com/ADDIE.htm
Students look up the theories they relate to best ( from chapter 13) on teacher tube or you and present them one to the class http://www.teachertube.com/
http://www.youtube.com/
Or create a ?wordle? of a theory you relate to from chapter 13 http://www.wordle.net/
Night 2 (5-19-10)
Websites to use Regis Day 2
Instructional Design Definitions: http://www.umich.edu/~ed626/define.html
Instructional Design Definitions
http://en.wikipedia.org/wiki/Instructional_design
http://www.cogsim.com/idea/idea/isd.htm
Instructional Design for educators
http://www.wordle.net/
http://www.about-elearning.com/addie-instructional-design-model.html ADDIE
http://www.youtube.com/watch?v=i_8MB9F2cts&feature=related
Robert Gagnes 9 events
http://www.slideshare.net/CPappasOnline/robert-gagnes-instruction-desi gn-model-the-nine-events-of-instructions
Gagne
http://www.sciencenetlinks.com/interactives/zap.html
Learning styles
http://depts.washington.edu/eproject/Instructional%20Design%20Approach es.htm
Behavioral Constructivist comparison chart
http://www.learning-theories.com/
http://carbon.cudenver.edu/~mryder/itc_data/idmodels.html
http://www.usask.ca/education/coursework/802papers/mergel/brenda.htm Instructional design and learning theory
http://carbon.cudenver.edu/~mryder/itc/idmodels.html
Instructional design models/learning theory
http://www.teachertube.com/
http://www.youtube.com/
http://linguistics.byu.edu/resources/volunteers/TESOLBYU_NeedsAnalysis .htm
http://www.cde.state.co.us/FedPrograms/consapp/na.asp
Colorado Department of Education Needs Analyis- real world examples
www.pd360.com/pd360.cfm?
http://bestwebquests.com/what_webquests_are.asp
http://webquest.org/index.php
http://bestwebquests.com/bwq/matrix.asp
http://www.tommarch.com/ozblog/
NIGHT 3 (5-26-10)
Understanding Objectives Tutorial http://edweb.sdsu.edu/courses/EDTEC540/objectives/ObjectivesHome.html Definitions
--Writing Instructional Objectives http://edtech.tennessee.edu/~bobannon/writing_objectives.html - audience Practice in creating objectives
Practice
--The Taxonomy of Educational Objectives http://www.humboldt.edu/~tha1/bloomtax.html
Brett Presentation
http://www.nwlink.com/~donclark/hrd/isd/develop_objective.html Educational objectives/instructional design
Quick guide Do Activity
http://www.humboldt.edu/~tha1/bloomtax.html
Educational objectives- repeat
http://www.uab.edu/uasomume/cdm/id.htm#Three
Purposes of
http://www.personal.psu.edu/staff/b/x/bxb11/Objectives/
Quiz
Take quiz
http://krummefamily.org/guides/bloom.html
Major categories
http://oregonstate.edu/instruct/coursedev/models/id/taxonomy/
Grid
http://www.e-learningguru.com/articles/art3_4.htm
Mager
http://instructionaldesign.gordoncomputer.com/Objectives.html
Student based objectives
Our friend Lloyd Rieber's Writing Objectives Site ? http://it.coe.uga.edu/~lrieber/edit6170/objectives-examples.htm
http://www.gdrc.org/info-design/instruct/3-objectives.html
Objectives of Instructional Design
Interactive example:
http://www.ftc.gov/youarehere/
http://immersiveeducation.org/
New classroom
http://kinzie.edschool.virginia.edu/id.html#products
Sample projects
NIGHT 4 LINKS
Regis Day 4 6/2/10 Check SoundNEEDS Analysis Due
Theme: Design
Wednesday, June 2nd
Readings and Research
In Morrison, Ross, and Kemp, should have read chapters 6, 7, and 8
Assignments ? due:
Learning Objectives 100 points Due Sat. June 5th by noon if you want feedback before final project due
Date 6/30/2010
Instructional Materials 200 points Due Sat, June 12th by noon if you want feedback before final project due
Date 6/30/2010
3rd Case Analysis 40 points 6/16/10 Fishbowl activity in class
Group 1 Case 4 Cindy, Jenny, Trina, Kim
Group 2 Case 2 Bryan, Rajeeb, Gil, Brett, Bob
Shannon to do written case
http://www.nwlink.com/~donclark/hrd/learning/fishbowls.html
Class Presentation info from Chapters 6, 7,8 today:
Gil
Kim
Bryan
Next:
June 9th Development Chapter 9
Trina
Kim
June 16th Implementation/Assessment Chapters 14,15
Bob
Bryan
June 23rd Evaluation Chapters 10,11,12
Shannon -2 presentations in one day
Cindy- 2 presentations in one day
Rajeeb
Jennifer
Review Learning Objectives Chapter 5
http://www.youtube.com/watch?v=Fnh9q_cQcUE
Education today and tomorrow
Instructional and Learning Objectives
Performance and Learning Objectives for Education and Training Learning objectives for instruction can help design lessons that will be easier for the student to comprehend and the teacher to evaluate. These include instructional and performance objectives.
A learning objective is a statement that establishes measurable behavioral outcome.
It is used to indicate how a learner's acquisition of skills and knowledge is being measured. A performance objective is an operational objective that defines what a learner student is capable of doing after the inherent conditions of a desired behavior and the success criteria. A learning goal combines the content, and learning objectives or standards with a description of what learners should be able to accomplish with the content that is presented.
An instructional objective is an explanation of what the learner should be able to do at the end of instruction.
A performance objective is a statement which identifies specific knowledge, skill, or attitude that the learner should gain and display as a result of the training or instructional activity.
The objective is the description of what you want the learner to be able to do after the instruction is completed. The learning objective includes the kind of performance, the conditions where or how it will be performed, and the criterion. Objectives can be:
1. Overt: The kind of performance that can be observed directly, or 2. Covert: Performance that is invisible, cognitive, or internal.
Reasons for writing objectives are:
1. They provide a sound basis for selection of learning materials, content, and methods
2. They provide a way to measure whether the learning has been attained
3. They give the student an opportunity to organize their efforts and activities before and as the instruction occurs.
To prepare an objective consider the ABCD:
1. Audience: plan for who your learners are.
2. Behavior: describe what they will be able to do
3. Conditions and Degree: how will the learner's performance be measured, in what conditions and to what degree.
Example:
Given the criteria to evaluate a web site, the student will use the Internet and a search engine to locate and select, within 20 minutes, three good web sites on a specified topic.
Learning objectives and how to develop them:
What is the general/main objective for your course? Is it a statement describing the instructional goal? Is it a statement describing the entry behaviors? Is it a statement describing specific behaviors, skills, or tasks? Is it a statement of what the learner will be able to do after completion of the instruction?
Why is objective setting important?
1. Objectives provide a plan for what you need to teach
2. Objectives provide a focus for developing the best instructional strategy/model
3. Objectives help direct the learner's attention to what will be expected of him/her
4. Objectives provide the foundation for assessing the learner's knowledge, skills, or performance
5. Objectives provide criteria for measuring the effectiveness of the entire instructional Basketball
http://www.youtube.com/watch?v=Ahg6qcgoay4
basketball
Five Components of Performance Objectives
1. Situation/Performance Condition: Anticipation of the situation in which the learner will perform
2. Learned Capability Verb: Type of learning outcome represented by the demonstrated behavior
3. Object: Indicates the content of the learner's performance 4. Action Verb: Describes how the performance is to be completed (describes the action one would observe). Note: Learned capability verbs should not be used as action verbs.
5. Tools, Constraints, or Special Conditions (Criteria): A specific tool (typewriter, manipulative, etc.) time limit or arrangement may be required. Note: Inclusion of the fifth component (tools, constraints, special condition/a criterion) is optional.
Writing Performance Objectives
Taken from Kibler, R.J., & Bassett, R.E. (1977). Writing performance objectives. In Briggs, L.J. (ed.), Instructional design (pp. 49 - 95). Englewood Cliffs, NJ: Educational Technology Publications.
It is important to distinguish between instructional goals and instructional objectives.
Instructional goals are usually expressed in non-behavioral terms and are generally a more expansive vision than objectives.
Objectives, on the other hand, are expressed in behavioral terms and are usually short-range outcomes.
An objective is a description of a desired pattern of behavior for the learner to demonstrate.
Despite the different approaches to writing performance objectives, most models include the following three components1:
1. Action -- Identify the action the learner will be taking when he/she has achieved the objective (e.g., to identify; to measure). 2. Relevant Conditions -- Describe the relevant conditions under which the learner will be acting (e.g., "given the patient's history"; "with the use of the information from the laboratory results"). 3. Performance Standard -- List as many of the actual conditions as possible under which the objective is to be performed (e.g., "must be able to identify at least one possible treatment for the patient's illness by the end of the case study"). http://www.e-learningguru.com/articles/art3_4.htm
Mager
http://instructionaldesign.gordoncomputer.com/Objectives.html
Student based objectives
http://krummefamily.org/guides/bloom.html
Major categories
http://www.youtube.com/watch?v=_A-ZVCjfWf8&feature=fvw
A vision of K-12 Students today
A vision of students today
Gil Presentation
http://www.pd360.com
Setting Objectives and providing feedback- secondary/elem
Thinking Process Skills
Planning Targets for learning
Framework 360- overview secondary
Kagen thinking structures 2
Kim Presentation
Left Brain/Right Brain activity /hand-out
http://www.pd360.com
Brain processing technique
Intro/understanding to 4mat
http://www.nwlink.com/~donclark/knowledge/right_left_brain.html
http://www.ion.uillinois.edu/resources/tutorials/id/learningstyles.asp WwebQuest
http://webquest.sdsu.edu/webquestwebquest-es.html
Web Quest Activity
http://bestwebquests.com/
http://www.webpagesthatsuck.com/#axzz0pW8nS1NN
Web Page review
http://www.nonprofittips.com/is-my-web-site-ineffective-an-introductio n/
Bryan Presentation
http://www.nwlink.com/~donclark/hrd/templates/deli.html
ISD like creating a deli sandwich
http://www.pd360.com
Planning Targets of learning Sec
Focusing and connecting Curriculum
More problem solving with intelligent behaviors
http://www.youtube.com/watch?v=L--Oyw6V8gI
TQM Modern chair
http://www.youtube.com/watch?v=XCrd8Sqf4ig
Robert Marzano on
Technology and instructional strategies
http://www.slideshare.net/msquareg/comparing-instructional-design-mode ls
ISD viewpoints
NIGHT 5 (6-9-10)
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Day 5 Regis
Chapter 9 Check Sound
Theme: Development
Wednesday, June 9th
Readings and Research
Morrison, Ross, and Kemp, should have read chapter 9
Next Week :
Reading and Research
Morrison, Ross, and Kemp, Chapters 14 and 15
Assignments
CASE 2 40 points was due 6/2/2010
Needs Analysis 150 points Can redo for higher points final due 6/30/2010
Learning Objectives 100 points Can redo for higher points final due 6/30/2010
Instructional Materials 200 points
Due Sat, June 12th or June 19th by noon if you want feedback before final project due date 6/30/2010
4th CASE analysis due 6/19 40 points
3rd Case Analysis 40 points 6/16/10 Fishbowl activity in class
Group 1 Case 4 Cindy, Jenny, Trina, Kim
Group 2 Case 2 Bryan, Rajeeb, Gil, Brett, Bob
Shannon to do written case
http://www.nwlink.com/~donclark/hrd/learning/fishbowls.html
Class Presentation info from Chapter 9
June 9th Development
Trina
Kim
Next:
June 16th Implementation/Assessment Chapters 14,15
Bob
Bryan
June 23rd Evaluation Chapters 10,11,12
Shannon -2 presentations in one day
Cindy- 2 presentations in one day
Rajeeb
Jennifer
Blabberize
http://blabberize.com/
student raps
Trina presentation
http://www.pd360.com
Thinking Process Skills 20
Planning Targets for learning 8
Framework 360- overview secondary 12
Kagen thinking structures 2 12
http://www.nwlink.com/~donclark/hrd/templates/deli.html
ISD like creating a deli sandwich
Kim Presentation
Peer review learning objectives
Groups of 3
15 minutes for each person’s needs analysis/learning objectives
Hand-outs
(2)
(3)
The writer utilizes tone, diction, and sentence structure aligned with the demands of the written task.
Weight:
Peer Review Needs Analysis
Needs Assessment
1. Preliminary: Describe the context within which this potential instructional problem takes place. This will pinpoint where the problem is located. If instruction is deemed necessary, this will be the place where it will be designed and implemented.
a. List the context, also known as the "system of interest".
b. Describe or show how the context relates to the bigger environment. Show how this context relates to other levels of the system within which it works.
2. Symptoms of a problem. Write a brief description of some symptoms that make you stop and wonder if something is wrong.
Using the evidence cited above, describe why you believe that these symptoms signal a problem. Keeping these questions in mind, describe the reasons for identifying these symptoms as problematic.
3. Preliminary Problem Statement. Based on 1 and 2, write a preliminary draft problem statement. Your context should be the subject of the statement. This is just the initial pass -- the statement will be revised in subsequent steps.
4. Verify the problem and determine specific needs. Two things will now happen concurrently. First, you need a systematic procedure to identify and collect data in order to verify that a problem exists. Second, you must identify information that the data sources may help uncover.
Data Sources -
Information Gathered –
What Did You Find? –
5. Prioritize your list of needs. Which are most important? Why are they most important?
Needs:
6. Rewrite your problem statement. Take a moment to look carefully at the initial problem statement that you wrote. Revisit your prioritized needs and check if your problem statement is still accurate and appropriate.
7. Identify the instructional goals.
Instructions
http://kids.niehs.nih.gov/brnumber.htm#denmark
Trouble in Denmark
http://www.bbc.co.uk/skillswise/words/grammar/texttypes/instructions/game.shtml
Instruction game
http://nersp.nerdc.ufl.edu/~malavet/resource/srdirect.htm
Instructions activity
http://www.boreme.com/boreme/funny-2007/the-idiot-test-p1.php
Instruction activity
http://www.nerdtests.com/mq/take.php?id=77
instructions
http://www.quibblo.com/quiz/23Xpp91/How-good-are-you-at-following-directions
backwards quiz
Cognitive Overload
Goal Free effect
Worked example effect
Split attention effect
Redundancy
Layout can add to cognitive overload
4C/ID approach
http://edutechwiki.unige.ch/en/4C/ID
http://web.cortland.edu/frieda/id/IDtheories/8.html
Know the strength/limitation of each type of presentation:
Lecture- group presentation
Self paced instruction- distance learning
Small group
Simple to complex
Timing
Part task to automatic consistent skills
High variability to practice with task classes
Learner support
Instructional Materials Ask Yourself
Page 234
-Is there subject content or other material that can best be uniformly presented to all learners at one time?
-Is there subject content that learners can better study on their own, at their individual paces?
-Are there experiences that would best be served by discussion or other group activity, with or without the instructor being present?
-Is there need for individual learner-instructor discussion or consultation in private?
Page 203
How do I use the design plan to develop the instruction?
What guidelines can I follow when “writing” the instruction?
Shall I do role playing somewhere in this unit because my students are likely to benefit from such an activity?
Are there alternatives to having the instructor lecture?
What makes good instruction from the learner’s perspective?
http://www.pd360.com
Planning Targets of Learning Sec 8
Focusing and connecting Curriculum 18
More problem- solving with intelligent behaviors 15
http://www.youtube.com/watch?v=L--Oyw6V8gI
TQM Modern chair
TQM hand out
http://www.youtube.com/watch?v=XCrd8Sqf4ig
Robert Marzano on
Technology and instructional strategies
http://www.slideshare.net/msquareg/comparing-instructional-design-models
ISD viewpoints
Voice Thread activity
http://voicethread.com/#home
http://www.guidetoonlineschools.com/online-teaching/instructional-design
37 references for instructional design
http://www.protopage.com/
http://www.ikeepbookmarks.com/
Technical Instructional Designer / Developer
- Create technical training courses, including: research, design, writing, editing and defining multimedia for inclusion. Training deliverable formats include Framemaker, PowerPoint, Word, Visio, Flash, DreamWeaver, and various other tools.
- Work with Field Service, Call Handling and Technical Support to identify training requirements.
- Design comprehensive blended learning programs consisting of e-learning, instructor lead training, hands-on exercises and field experience following the Educational Services Development Process.
- Work with multi-media developers to determine design, content and graphic presentation of e-learning formats to assure effective instructional design.
- Adhere to Quantum style guide in the creation, review and editing of new and existing lessons.
- Maintain project schedule for course development and attend weekly Educational Services program meeting.
- Work closely with Content Development Lead and global training team.
- Create new lessons including research, writing, editing and defining multimedia for inclusion. Training deliverable formats include FrameMaker, PowerPoint, Word, Visio, Flash, and various other tools.
- Review and edit lesson material as needed to update existing lessons.
- Create, review, and edit lesson exams and review questions.
- Determine design, content and graphic presentation of conversions to e-learning formats to assure effective instructional design.
- Adhere to Quantum writer’s style guide in the creation, review and editing of new and existing lessons.
- Perform quality assurance checks on training materials created by other instructional designers.
- Minimum three years experience with technical course development. - Storage networking experience desired.
- Master’s degree in Instructional Technology, Education, Organizational Development, Performance Improvement, or other related field.
Quantum is an equal opportunity employer.
Hudson, a division of Hudson Highland Group, Inc. (NASDAQ: HHGP), a
$1.2 billion global company, is one of the world's leading
professional staffing, outsourcing and employment lifecycle solution
providers.
We are looking for a PM Methodology Trainer for an
education client in downtown Denver , CO . This is a 6 - 12 months +
consulting engagement.
Summary of Position:
· Plans, organizes and coordinates training programs
associated with the Project Management Methodology (PMM) and related
projects, including PMM Framework, Project Server, SW Development
Lifecycle (SDLC), and SharePoint.
· Responsible for training content development and delivery
via multiple methods including in-person, online / web content
delivery, and on-demand.
· Serves as mentor to project teams and assists the PMO with
project team stills assessment and development.
· Responsible for timely communications with project managers,
project team members and Director, PMO on the current status of
training assignments.
Primary Responsibilities:
· Coordinates the design, implementation and delivery of in-
depth staff development sessions and formal training opportunities for
project teams and stakeholders related to the use of PMM, including
proper end-user course selection, sequencing and certification.
· Coordinates the development and maintenance of software and
training documentation (ie, user manuals, quick reference guides,
videos).
· Assure training registration process for all offerings is
accurate and timely.
· Serves as a PMM training liaison on enterprise project teams.
· Coordinates new training programs based on need.
· Performs just-in-time training and as hoc mentoring to
individual teams/depts as needed, customizing the process, delivery
mechanism, end user documentation and certification.
· Exhibits the ability to work both independently and in
teams, prioritizing work as necessary for successful completion of
multiple tasks/deliverables.
· Supports team environment by working collaboratively in the
design and critiquing of projects and training programs with other
training specialists or Subject Matter Experts (SME).
· Advises management of product issues that become apparent in
raining and/or PMO support activities.
· Coordinates user feedback received both through the PMM
website and informal work settings.
· Performs other duties as assigned by PMO Director and PMM
Project Manager.
· Possesses an in-depth understanding of the project lifecycle
and how it is implemented in the PMM. Seeks our informal training
opportunities to assist with methodology and tool adoption. Possesses
a general understanding of the software development lifecycle, as it
relates to the product lifecycle.
· Responsible for overall training coordination and status
reporting on training-oriented work efforts. Supports the PMO
Director and PMM Project Manager in the implementation, user adoption,
and stakeholder buy-in of project management process and tools.
· Responsible for tracking key training milestones. Provide
feedback to PMO Director and PMM Project Manager to identify and
support any necessary adjustments in training strategy and rollout
plans.
· Complete any required deliverables/work products necessary
to support the project management role.
· In conjunction with the PMO Director and PMM Project
Manager, develop communications strategies to ensure all appropriate
users and stakeholders across the district are abreast of PMM training
opportunities and status. Provide regular feedback and exchange of
information with project leader(s).
· Proactively identify and report issues and risks associated
with project management processes and tools, and communicate to
project team and senior leadership. Identify and implement issue
resolutions as assigned.
· Assists Senior Project Manager(s), Program Managers(s), and/
or PMO Director in identifying and prioritizing opportunities to
achieve the goals.
· Must possess knowledge and proficiency in the use of Project
Management Methodologies and tools, resource management practices and
change management techniques.
· This is an individual contributor role without human
resource management responsibilities (i.e., hiring, performance
management).
Education:
- Bachelor's Degree in Business Administration, Communication, or
other related field, or equivalent work experience.Experience:
- Minimum of two years experience in project management, training
development, communications and document ion development, or relatedexperience.
Required Skills:
· Proven oral and written communication skills.
· Proven training skills in a like-sized organization,
preferably in an IT environment within an educational organization.
· Strong command of and proven skills in MS Office
applications, including Outlook, Excel, Word, Visio, PowerPoint,
Project, and SharePoint.
· Proven experience in video / content delivery systems.
· Ability to multi-task and juggle management of multiple task
assignments and training opportunities in parallel.
· Attention to detail is essential.
· Understands organizational change management strategies.
· PMP certification and related project management methods/
techniques desirable.
· Experience working successfully with technical personnel.
· Interest in education.
To Apply:
Please send an updated Word resume with ALL APPLICABLE EXPERIENCE
INCLUDED!! to Christine.Huntley@hudson.com <mailto:Christine.Huntley@hudson.com
Hudson
Christine Huntley
Senior IT Recruiter
<https://webmailna.hudson.com/exchweb/bin/redir.asp?URL=http://us.hudson.com/
>__http://us.hudson.com/__
Metropoint II
4610 S. Ulster Street, Suite 575
Denver , Colorado 80237
T 303.721.7222 ext. 8321
OR Direct @ 303.729.8321
F 303.729.8301
Christine.Huntley@Hudson.com
From great people to great performance SM
- We offer a $500 referral bonus for any candidate you refer and
we place on project for 3+ monthsNIGHT 6 Links
http://www.thinkfinity.org/webinars
M and M Creature creation
http://www.mms.com/us/becomeanmm/
http://www.nwlink.com/~donclark/hrd/learning/fishbowls.html
Scavenger Hunt
http://www.thinkfinity.org/
http://www.loc.gov/index.html
http://www.protopage.com/
http://www.ikeepbookmarks.com/
Thinkfinity
Link to state content standards: http://www.academicbenchmarks.com/search/
Link to NETS-S standards: http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_for_Teachers_2008.htm
Link to 21st century skills: http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=254&Itemid=120
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http://classweb.gmu.edu/ndabbagh/Resources/IDKB/evaluation.htm
Evaluation
http://www.grayharriman.com/ADDIE.htm
ADDIE- Assessment-evaluation
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Websites and programs to help you create assessments:
http://school.discoveryeducation.com/schrockguide/
show Critical evaluation info
http://school.discoveryeducation.com/schrockguide/assess.html
http://school.discoveryeducation.com/quizcenter/quizcenter.html
http://www.classmarker.com/
http://www.quibblo.com/
http://www.proprofs.com/
http://www.uwstout.edu/soe/profdev/rubrics.shtml#reports
http://www.vtaide.com/png/assess.htm
Interactive assessment worksheets
http://classtools.net/
Free flash templates for educators
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http://www.edweek.org/ew/section/video-galleries/april10-event-data.html
Making Data Matter
Webquest Review
http://webquest.org/index.php
http://kathyschrock.net/slideshows.htm
Webquest WebQuests in Our Future: A Teacher's Role in Cyberspace
Design elements Visual & Video Literacy: How to Create Presentation
http://bestwebquests.com/
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Animation for students
Sample use
http://www.edheads.org/activities/brain_stimulation/
http://classtools.net/
Free flash templates for educators
Comics----Comic life
http://www.readwritethink.org/files/resources/interactives/comic/
Comic creation elementary
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http://www.articulate.com/rapid-elearning/these-12-tutorials-teach-you-how-to-build-an-interactive-e-learning-course/
http://www.fluxtime.com/
cartoon creation for kids
http://aviary.com/
Image and audio editing
http://resources.oswego.org/games/
Create interactive games
http://goanimate.com/
http://www.alice.org/
http://www.blender.org/
http://www.animationfactory.com/en/
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http://www.flickr.com/
Flicker tour video
http://www.edutecher.net/index.php
Eduteacher
More references for Instructional Design:
http://www.articulate.com/rapid-elearning/what-everybody-ought-to-know-about-instructional-design/
http://www.guidetoonlineschools.com/online-teaching/instructional-design
37 references for instructional design
http://www.instructionaldesigncentral.com/
Design central
http://www.usask.ca/education/coursework/802papers/index.htm
ID papers
LINKS FOR NIGHT 7
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Final project with all elements due on 6/30/2010
No time extensions
Instructional Product (break down each part below: total 600 points)
Needs analysis 150
Performance Objectives 100
Create Instructional Materials 200
Evaluate Instruction 150
Critical Case Analysis 100 points due on 7/3/2010 at noon no time extensions
June 23rd Evaluation Chapters 10,11,12
Shannon -2 presentations in one day Chapter 12
Cindy- 2 presentations in one day Chapter 12
Rajeeb- Purposes and relationships
Jennifer-Validity/Standards/self eval
Case 4 Fishbowl Activity
Case Analysis 40 points Fishbowl activity in class
Group 1 Case 5 Cindy, Jenny, Trina, Kim, Shannon
Read case 11 answer key
Each person develop two pre-planned questions
Decide who in group 2 to evaluate
Group 2 Case 11 Bryan, Rajeeb, Gil, Brett, Bob
Read case 5 answer key
Each person develop two pre-planned questions
Decide who in group 1 to evaluate
http://www.nwlink.com/~donclark/hrd/learning/fishbowls.html
Groups read what they are looking for in cases
Decide who in inside group to score on rubric
Group One
Evaluate using rubric
Group Two
Evaluate using rubric
Turn in rubrics
Types of Assessment
Below are some ways we categorize assessments.
Formative assessment is used to diagnose and guide instruction. Short answer and multiple-choice questions can be useful for this and they provide a quick reading of progress. Formative assessment can be accomplished online with either machine scored or human scored tests. Many machine scored courses use this kind of test to allow a student to move to the next section of the instructional materials or require them to reread the materials and retake the test.
Summative assessment is used to evaluate the learning after the instruction is over. For machine graded training, this can be accomplished with simulations that require the student to show they know what they are supposed to do in given situations. Short answer and multiple-choice tests may not be reliable unless they are very carefully written. Guessing strategies and luck can ruin the accuracy of this assessment. Human graded assessments can be reliable, if they are carefully written to avoid cheating.
Criterion referenced is assessment that compares a student’s effort against a clearly defined standard. Both formative and summative assessment can be criterion referenced. So, this type of test can be used online and in the classroom.
Norm referenced is assessment that compares a student’s effort against that of the other students. This requires calculating averages and involves curves. Both formative and summative assessments can use norm-referenced tests. Machine scored tests can greatly reduce the work of calculating averages or other statistical information.
Knowledge assessment is used to evaluate whether a student currently knows the material they are intended to know. This is where multiple choice, short answer, and matching tests can easily be used and machine scored.
Performance assessment is used to evaluate whether a student can do some complex task such as solve a problem or write an essay. For machine scoring, a simulation must be constructed to do this kind of assessment. Simulations can be excellent, but they are difficult to create and ultimately expensive to implement.
The evaluation phase consists of two parts: formative and summative. Formative evaluation is present in each stage of the ADDIE process. Summative evaluation consists of tests designed for domain specific criterion-related referenced items and providing opportunities for feedback from the users.
http://classweb.gmu.edu/ndabbagh/Resources/IDKB/evaluation.htm
Evaluation
http://www.grayharriman.com/ADDIE.htm
ADDIE- Assessment-evaluation
Websites and programs to help you create assessments:
http://school.discoveryeducation.com/schrockguide/
Show Critical evaluation info
http://school.discoveryeducation.com/schrockguide/assess.html
http://school.discoveryeducation.com/quizcenter/quizcenter.html
http://www.classmarker.com/
http://www.quibblo.com/
http://www.proprofs.com/
http://www.uwstout.edu/soe/profdev/rubrics.shtml#reports
http://www.vtaide.com/png/assess.htm
Interactive assessment worksheets
http://classtools.net/
Free flash templates for educators
http://www.pd360.com
Thinking Process Skills 20
Framework 360- overview secondary 12
Kagen thinking structures 2 12
Focusing and connecting Curriculum 18
More problem solving with intelligent behaviors 15
http://www.edweek.org/ew/section/video-galleries/april10-event-data.html
Making Data Matter
Webquest Review
http://webquest.org/index.php
http://kathyschrock.net/slideshows.htm
Webquest WebQuests in Our Future: A Teacher's Role in Cyberspace
Design elements Visual & Video Literacy: How to Create Presentation
http://bestwebquests.com/
Grants
http://school.discoveryeducation.com/schrockguide/business/grants.html
http://www.cde.state.co.us/edtech/grants.htm
http://www.neafoundation.org/pages/educators/grant-programs/
http://www.udel.edu/itug/grants_info.html
http://www.grantsalert.com/
http://www.eschoolnews.com/funding/
http://www.techlearning.com/Default
http://www.grants.gov/
Place Test info
http://www.place.nesinc.com/index.asp
Make sure you take Instructional Technology test not the industrial arts test
Animation for students
Sample use
http://www.edheads.org/activities/brain_stimulation/
http://classtools.net/
Free flash templates for educators
Comics----Comic life
http://www.readwritethink.org/files/resources/interactives/comic/
Comic creation elementary
http://www.articulate.com/rapid-elearning/these-12-tutorials-teach-you-how-to-build-an-interactive-e-learning-course/
http://www.fluxtime.com/
Cartoon creation for kids
http://aviary.com/
Image and audio editing
http://resources.oswego.org/games/
Create interactive games
http://goanimate.com/
http://www.alice.org/
http://www.blender.org/
http://www.animationfactory.com/en/
http://www.flickr.com/
Flicker tour video
http://www.edutecher.net/index.php
Eduteacher
More references for Instructional Design:
http://www.articulate.com/rapid-elearning/what-everybody-ought-to-know-about-instructional-design/
http://www.guidetoonlineschools.com/online-teaching/instructional-design
37 references for instructional design
http://www.instructionaldesigncentral.com/
Design central
http://www.usask.ca/education/coursework/802papers/index.htm
ID papers
NIGHT 8
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Day 8 Regis
June 30
Regis University Grading Scale:
930-1000 A
900-920 A-
880-890 B+
830-870 B
800-820 B-
780-790 C+
What did you see/do at ISTE
Ideas/papers to share??
ISTE Info
http://webquest.org/workshops/engagement7
Bernie dodge- engagement
http://www.mcrel.org/technology
http://activitytypes.wmwikis.net/
http://www.personalizemedia.com/garys-social-media-count/
http://www.goomoodleikiog.com/presentation
Websites and programs to help you create assessments:
http://school.discoveryeducation.com/schrockguide/
Show Critical evaluation info
http://school.discoveryeducation.com/schrockguide/assess.html
http://school.discoveryeducation.com/quizcenter/quizcenter.html
http://www.classmarker.com/
http://www.quibblo.com/
http://www.proprofs.com/
http://www.uwstout.edu/soe/profdev/rubrics.shtml#reports
http://www.vtaide.com/png/assess.htm
Interactive assessment worksheets
http://classtools.net/
Free flash templates for educators
http://www.edweek.org/ew/section/video-galleries/april10-event-data.html
Making Data Matter
Grants
Magazine samples
http://www.cpsb.org/scripts/abshire/grants.asp
http://school.discoveryeducation.com/schrockguide/business/grants.html
http://www.cde.state.co.us/edtech/grants.htm
http://www.neafoundation.org/pages/educators/grant-programs/
http://www.udel.edu/itug/grants_info.html
http://www.grantsalert.com/
http://www.eschoolnews.com/funding/
http://www.techlearning.com/Default
http://www.grants.gov/
Animation for students
Sample use
http://www.edheads.org/activities/brain_stimulation/
http://classtools.net/
Free flash templates for educators
Blog or not to blog
https://www.blogger.com/start
Articles
Back channel
:
Lots of really cools stuff for kids! Animation, create movies, cards, stories etc. Lesson plans for teachers that include using the site!
http://www.kerpoof.com/
Comics----Comic life
http://myavatareditor.com/
Create a avatar
http://www.readwritethink.org/files/resources/interactives/comic/
Comic creation elementary
http://www.articulate.com/rapid-elearning/these-12-tutorials-teach-you-how-to-build-an-interactive-e-learning-course/
http://www.fluxtime.com/
Cartoon creation for kids
http://aviary.com/
Image and audio editing
http://resources.oswego.org/games/
Create interactive games
http://goanimate.com/
http://www.alice.org/
http://www.blender.org/
http://www.animationfactory.com/en/
Hot off the press research paper about technology use in education.
What do you think- round table discussion?
http://www.flickr.com/
Flicker tour video
http://www.edutecher.net/index.php
Eduteacher
More references for Instructional Design:
http://www.articulate.com/rapid-elearning/what-everybody-ought-to-know-about-instructional-design/
http://www.guidetoonlineschools.com/online-teaching/instructional-design
37 references for instructional design
http://www.instructionaldesigncentral.com/
Design central
http://www.usask.ca/education/coursework/802papers/index.htm
ID papers
To Blog or not to blog
https://www.blogger.com/start
http://www.pd360.com
Thinking Process Skills 20
Framework 360- overview secondary 12
Kagen thinking structures 2 12
Focusing and connecting Curriculum 18
More problem solving with intelligent behaviors 15
ISTE Info
http://webquest.org/workshops/engagement7
Bernie dodge- engagement